ࡱ> TVS{` bjbjFF *8,,X2hhhhhhh|```84<|k62"6665555555$7h:6h pp^ 6hh66:%6Z#Z#Z# h6h65Z# 5Z#Z#3hh56 qa]` !|.45d;60k6D4:!T:,5:h5xnrZ#\<P66"jk6 |||`|||`|||hhhhhh Prerequisite/Corequisite Validation Form Ӱɴý, 2700 East Leland Road, Pittsburg CA 94565 Course Name, Number and Title: ENGL 90 - Integrated Reading, Writing and Critical Thinking Prepared by: Nancy Ybarra Date: 04/12/05 Prerequisite/Corequisite Course: ENGL 70 (One validation form is required for EACH prerequisite: prerequisites linked by or statements may be grouped together on one validation form. Pre/Co-requisites need to be validated every 6 years.) Circle ONE of the following and complete the justification required: This pre-requisite is required by law or government regulations. Justification: Attach copy of law or regulation. The health or safety of the students in this course requires this pre-requisite. Justification: Indicate how this is so. The safety or equipment operation skills learned in the pre-requisite course are required for the successful completion of this course. Justification: Indicate how this is so. This pre-requisite is required in order for the course to be accepted for transfer by the UC or CSU systems. Justification: Attach documentation (i.e., articulation agreement, letters of understanding, CAN) of articulation for three or more UC/CSU campuses. There exists significant statistical evidence that the absence of the pre-requisite course related to unsatisfactory performance in the proposed course. Justification: Attach a summary of the evidence. 6. This is a lab course. The primary course, ________________________, will have the validation evidence. 7. This is a performance course. (Acceptable categories are band, orchestra, theater, competitive speech, chorus, journalism, dance and intercollegiate athletics.) A co/prerequisite of an audition or tryout is required to succeed in this course. Justification: Indicate why this is so. 8. For SEQUENTIAL courses, the department will need to demonstrate that the content of the proposed course, as reflected in the course outline of record, clearly builds upon and requires the content of the prerequisite. Justification: Complete reverse side of this form. Documented Content Review For Courses within a Sequence (Complete this side ONLY if Item #8 is circled on the front) Faculty seeking a prerequisite/co- requisite for the course proposed in this COOR (referred to below as the targeted course) must complete a documented content review based on a detailed examination of the course syllabus for both the target course and the proposed pre-requisite/co- requisite course. List the assumed entry skills/knowledge (maximum of 3) that students must have to demonstrate readiness for the targeted course. (Column 1) Demonstrate how the pre-requisite/co-requisite course develops those assumed skills and/or body of knowledge. (Column 2) Demonstrate how the targeted course builds on and further develops those skills, abilities and/or body of knowledge. (Column 3) Entry Skills/Knowledge Required for English 90 (Targeted Course)Knowledge/Skills Developed in English 70 (Pre-req/Co-req Course)Knowledge/Skills Developed in English 90 (Targeted Course) Ability to write a well developed paragraph with topic sentence, logical support and closing. Ability to write complete sentences that are not sentence fragments or run-ons. Ability to summarize non-fiction readings.  In their essays, students will organize and develop expository paragraphs consisting of general statements (topic sentences), specific statements(development) and explanatory statements(analysis) Students will engage in effective proofreading practices, finding and fixing sentence fragments, run-together sentences, and subject- verb agreement errors. Students will write concise summaries of short non-fiction articles and essays.  Students will write unified, coherent paragraphs which include topic sentences and support sentences utilizing rhetorical strategies (description, narration, definition, exemplification, argument) Develop proofreading skills to recognize and eliminate sentence level errors such as pronoun-antecedent agreement, possessives and plurals, and other punctuation errors. Students will summarize readings, identifying the authors thesis and major supporting points. Signature/s of Faculty who conducted documented content review: Date _______________ ______________________________________________________________________________ Signature of Department Chair: _______________________ Date _______________ Date approved by the Ӱɴý Curriculum Committee: ___________________ Signature of Curriculum Committee Chair: _______________________________________       PAGE  PAGE 1 2005  ()<>SUghi  ! 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